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Investigation and Research on Digital Literacy of Rural Teachers in Northwest Guangdong under the Background of Educational Digital Transformation

Author(s)

Yingnan Ye*, Shiman Jiang, Sixin Xie, Junying Lin, Jinru Zhou

Affiliation(s)

College of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

In the context of educational digital transformation, rural teachers 'digital literacy serves as a critical factor in narrowing urban-rural educational disparities. Based on the Ministry of Education's "Teacher Digital Literacy" standards, this study conducted questionnaire surveys and in-depth analyses with 150 rural primary and secondary school teachers in northwestern Guangdong Province. Results reveal that rural teachers in this region currently exhibit a developmental pattern characterized by "initial formation of core competencies but overall low proficiency levels," manifested through weak digital awareness and social responsibility, skill gaps where "a minority leads while the majority lags behind," superficial application behaviors, and low integration of digital practices. Additionally, structural disparities such as inadequate professional support systems and gender differences remain significant challenges. To address these issues, the study proposes a progressive improvement strategy focusing on "targeted problem-solving and foundational strengthening." This systematic approach encompasses six dimensions: consolidating core competencies, bridging capability gaps, promoting deep digital application, enhancing responsibility awareness, optimizing support systems, and activating collaborative group efforts, aiming to facilitate digital transformation in rural education.

Keywords

Digital Education; Rural Teachers; Digital Literacy; Current Situation Survey; Improvement Pathways

References

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